Karen Parish

• Tilden, Solveig; Parish, Karen; Mishra, Deepti; Lugo, Ricardo Gregorio & Andersen, Per Normann (2024). Humanoid Robots as Learning Assistants? Useability Perspectives of Grade 6 Students. Technology, Knowledge and Learning. ISSN 2211-1662. doi: 10.1007/s10758-024-09731-8. Full text in Research Archive
• Parish, Karen; Warnatsch, Rahel; Strom Torgersen, Leanne Noelle & Lugo, Ricardo Gregorio (2024). A Pilot Feasibility Study on The Use of Virtual Reality Simulation Training for Parent-Teacher Consultations to Enhance Self-Efficacy in Pre-Service Teachers. Journal of Teacher Education and Educators. ISSN 2147-0456. 13(1), p. 29–47.
• Rani, Anshul; Pande, Akshara; Parish, Karen & Mishra, Deepti (2023). Teachers’ Perspective on Robots Inclusion in Education – A Case Study in Norway. In Kuroso, Masaaki & Hashizume, Ayako (Ed.), Human-Computer Interaction. Springer. ISSN 978-3-031-35571-4. p. 156–168. doi: https:/doi.org/10.1007/978-3-031-35602-5_12. Show summary

  In this study, two teachers in a Norwegian school participated to provide their perspectives on the three-day workshop conducted for Grade 6 students about human-robot interaction (HRI) for learning. The workshop was performed during the COVID-19 pandemic. Teachers who observed students’ behavior during the HRI workshop were interviewed to understand their attitudes towards the use of social robots in educational settings and their perceptions about how the students experienced this. A semi-structured interview was conducted to explore the attitudes and perceptions of the teachers. After performing thematic analysis of the interview data, the study concludes that the robotics learning setup might not be suitable for all subjects. For example, our data analysis reveals that the use of social robots is more suited to Programming, but it is not so well suited for Mathematics; The teachers perceived that the students were happy about their session with social robots, but teachers were concerned that their excitement may fade away with time. In addition, there were concerns over the practicalities of having social robots in class.

• Mishra, Deepti; Inal, Yavuz; Parish, Karen; Arroyo Romero, Guillermo & Rajbhandari, Rumi (2023). Exploring Active and Critical Engagement in Human-Robot Interaction to Develop Programming Skills: A Pilot Study. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. LNCS 14033, p. 340–354. doi: 10.1007/978-3-031-35708-4_25. Show summary

  Humanoid robots can help improve the spatial programming skills of children by making abstract concepts playful, tangible, concrete, and thereby understandable. However, active and critical engagement with robots creates its own challenges, originating from participants or robots. In this study, we explored to what extent programming a humanoid robot is engaging when the robot helps visualize the coding, instructions, and outcome of the process. The results of the study showed that a teaching session before the experiment was helpful, even though participants had previous experience programming with robots. The participants found programming the robot more enjoyable when compared to programming on a PC. They believed that robots could be useful as learning companions under the guidance of a regular teacher to improve their programming skills.

• Mishra, Deepti; Lugo, Ricardo Gregorio; Parish, Karen & Tilden, Solveig (2023). Metacognitive processes involved in human robot interaction in the school learning environment. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. LNCS 14012, p. 85–100. doi: 10.1007/978-3-031-35599-8_6. Show summary

  With the ongoing digital revolution and the ever-increasing develop-ment of new technology, schools must provide students with a grounding in cer-tain technical skills, such as computational thinking, which are likely to be re-quired for future roles, including working with and operating robots. For such robot human interaction to be successful, introduction of robots into school learn-ing environments is crucial. However, we also need to better understand the learning processes involved in this human robot interaction. Acknowledging the importance of metacognitive processes as an essential aspect in achieving learn-ing outcomes in educational contexts, this article investigates the experiences of students in human-robotic interactions and related tasks (programming and math) by exploring the student´s self-assessment of perceived performance (JOP), mo-tivation (fun and difficulty) and learning. This aim has been achieved through a pilot study whereby the authors conducted a three-day workshop with grade 6 students and collected pre and post survey data. The findings contribute knowledge to our understanding of the importance of metacognition and in par-ticular accurate self-assessment as crucial for both motivation and learning with humanoid robots.

• Pirta-Dreimane, Rūta; Brilingaite, A.; Roponena, Evita; Parish, Karen; Grabis, Janis & Lugo, Ricardo Gregorio [Show all 7 contributors for this article] (2023). CyberEscape Approach to Advancing Hard and Soft Skills in Cybersecurity Education. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. doi: 10.1007/978-3-031-35017-7_28. Full text in Research Archive Show summary

  Incorporating gamification elements and innovative approaches in training and educational programs are promising for addressing cybersecurity knowledge gaps. Cybersecurity training should consider a combination of hard and soft skills to deal with the diversity of cyber incidents. Therefore, this research aims to investigate if soft skills such as communication and collaboration enhances students’ performance in practical task execution and if the CyberEscape approach promotes students engagement and self-efficacy. This paper presents a cybersecurity game CyberEscape based on the intervention mapping methodology previously defined in the research. A virtualised infrastructure simulating the business environment works as a hybrid escape room. Physical resources and prepared information materials complement the game to support the scenario and ensure student engagement. The work employs a multiple-methods research approach. Participants filled out questionnaires in the pre-event and post-execution phases. Additionally, the participants were involved in small group semistructured interviews. Results of the pilot study show a positive impact on student competence improvement and increased interest in cybersecurity.

• Pirta-Dreimane, Rūta; Brilingaitė, Agnė; Majore, Ginta; Knox, Benjamin James; Lapin, Kristina & Parish, Karen [Show all 8 contributors for this article] (2022). Application of intervention mapping in cybersecurity education design. Frontiers in Education. ISSN 2504-284X. 7. doi: 10.3389/feduc.2022.998335. Full text in Research Archive
• Domarkiene, Ingrida; Ambrozaitytė, Laima; Bukauskas, Linas; Rančelis, Tautvydas; Sütterlin, Stefan & Knox, Benjamin James [Show all 11 contributors for this article] (2021). Cybergenomics: Application of behavioral genetics in cybersecurity. Behavioral Sciences. ISSN 2076-328X. 11:152. doi: 10.3390/bs11110152. Full text in Research Archive
• Parish, Karen (2021). An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts. Prospect: Quarterly Review of Comparative Education. ISSN 0033-1538. p. 1–21. doi: 10.1007/s11125-021-09565-7. Show summary

  This article presents findings from a study that investigated how the global logic of human rights, as incorporated by the International Baccalaureate schools into their policies and practices, is experienced and adhered to by students who are following the International Baccalaureate Diploma Programme (IBDP) in different contexts. In this study, the cases for comparison were a private school in Norway and a state-funded school in Poland. Although selected for their differences, they offered functional equivalence in the standardized diploma program. The study used a multiple-methods approach, includ-ing both quantitative and qualitative data. Findings reveal significant differences between students’ levels of adherence to human rights logic. Reasons for this difference point both to logic hybridity within the school organization and a diverse school learning community.

• Tilden, Solveig; Lugo, Ricardo Gregorio; Parish, Karen; Mishra, Deepti & Knox, Benjamin James (2021). Gender Differences in Psychosocial Experiences with Humanoid Robots, Programming, And Mathematics Course. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 13096, p. 480–490. doi: 10.1007/978-3-030-90328-2_32. Full text in Research Archive
• Mishra, Deepti; Parish, Karen; Lugo, Ricardo Gregorio & Wang, Hao (2021). A framework for using humanoid robots in the school learning environment. Electronics. ISSN 2079-9292. 10(6), p. 1–12. doi: 10.3390/electronics10060756. Full text in Research Archive
• Lennert Da Silva, Ana Lucia & Parish, Karen (2020). National curriculum policy in Norway and Brazil: translations of the global accountability logic. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 4(2), p. 64–83. doi: 10.7577/njcie.3721. Full text in Research Archive
• Parish, Karen (2019). A theoretical approach to understanding the global/local nexus: The adoption of an institutional logics framework. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 3(2), p. 3–19. doi: 10.7577/njcie.3027. Full text in Research Archive
• Parish, Karen (2019). A measure of human rights competence in students enrolled on the International Baccalaureate Diploma Programme. Oxford Review of Education. ISSN 0305-4985. p. 1–15. doi: 10.1080/03054985.2018.1551801.
• Parish, Karen (2018). Logic hybridity within the International Baccalaureate: the case of a state school in Poland. Journal of Research in International Education. ISSN 1475-2409. 17(1), p. 49–66. doi: 10.1177/1475240918768986.
• Parish, Karen (2015). Studying Global Human Rights Education. Theoretical and Empirical Approaches. Opuscula Sociologica. ISSN 2299-9000. doi: 10.18276/os.2015.1-02. Show summary

  Within the field of comparative and international studies of education, a theoretical debate concerning the nature and extent of globalization thrives between those known as “world culture” theorists, positioned within neo-institutionalism, and their critics. Human rights education (HRE) is an emergent field of educational theory and practice that falls within the context of this debate. This article identifying both theoretical and empirical gaps in the research to date explores the thematic approaches that have been taken by scholars in their studies of HRE.

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• Parish, Karen & Somby, Hege Merete (2023). Innovations in education for inclusive education – Norway.
• Parish, Karen; Didham, Robert J. & de Raaf, Sacha (2023). Education for Sustainable Development - An interdisciplinary approach.
• Parish, Karen & Mishra, Deepti (2023). Humanoid robots in the school learning environment – A motivational tool for learning computational thinking and programming skills .
• Parish, Karen; Lennert Da Silva, Ana Lucia & Tavares, Vander (2023). Inclusive Education and Special Needs Education in Norway: Possibilities and Challenges.
• Lennert Da Silva, Ana Lucia; Tavares, Vander & Parish, Karen (2023). Inclusive Education and Special Needs Education in Norway: Between Policy and Practice.
• Tavares, Vander; Parish, Karen & Lennert Da Silva, Ana Lucia (2023). Supporting Gifted Students in Norway​.
• Mishra, Deepti; Lugo, Ricardo Gregorio; Parish, Karen & Tilden, Solveig (2023). Metacognitive processes involved in human robot interaction in the school learning environment. Show summary

  With the ongoing digital revolution and the ever-increasing develop-ment of new technology, schools must provide students with a grounding in cer-tain technical skills, such as computational thinking, which are likely to be re-quired for future roles, including working with and operating robots. For such robot human interaction to be successful, introduction of robots into school learn-ing environments is crucial. However, we also need to better understand the learning processes involved in this human robot interaction. Acknowledging the importance of metacognitive processes as an essential aspect in achieving learn-ing outcomes in educational contexts, this article investigates the experiences of students in human-robotic interactions and related tasks (programming and math) by exploring the student´s self-assessment of perceived performance (JOP), mo-tivation (fun and difficulty) and learning. This aim has been achieved through a pilot study whereby the authors conducted a three-day workshop with grade 6 students and collected pre and post survey data. The findings contribute knowledge to our understanding of the importance of metacognition and in par-ticular accurate self-assessment as crucial for both motivation and learning with humanoid robots.

• Pirta-Dreimane, Rūta; Brilingaite, A.; Roponena, Evita; Parish, Karen; Grabiss, Janis & Lugo, Ricardo Gregorio [Show all 7 contributors for this article] (2023). CyberEscape Approach to Advancing Hard and Soft Skills in Cybersecurity Education.
• Pirta-Dreimane, Ruta; Brilingaitė, Agne; Roponena, Evita & Parish, Karen (2022). Multi-dimensional Cybersecurity Education Design:A Case Study.
• Parish, Karen & Mishra, Deepti (2022). A Framework and empirical approach to using humanoid robots in the school learning environment .
• Parish, Karen; Somby, Hege Merete & Dittrich, Lynn (2022). INN builds capacity - student active learning approaches and virtual reality simulation .
• Tilden, Solveig; Lugo, Ricardo Gregorio; Parish, Karen; Mishra, Deepti & Knox, Benjamin James (2021). Gender Differences in Psychosocial Experiences with Humanoid Robots, Programming, And Mathematics Course.
• Parish, Karen & Somby, Hege Merete (2019). Inclusive education- examples from Norway and Poland .
• Parish, Karen (2019). An embedded human rights logic? A comparative study of International Baccalaureate schools in Norway and Poland. .
• Parish, Karen & Warnatsch, Rahel (2019). Understanding the role of implicit and explicit attitudes to further the promotion of inclusive education.
• Parish, Karen & Somby, Hege Merete (2019). The development of active learning methods as a way to promote trainee teachers resilience.
• Burner, Tony & Parish, Karen (2017). Developing teacher competence in culturally diverse classes: The role of empathy. Show summary

  Increased globalization and internationalization have an impact on economy, environment, culture and education, which in turn should lead to changes in how we think about education (Council of Europe, 2014). There is no doubt that classrooms are getting more and more culturally and linguistically diverse (Miller, Kostogriz, & Gearon, 2009). More culturally and linguistically diverse classrooms can pose particular challenges for teachers teaching in schools of the future and the students within those schools. Challenges can be related but not restricted to second/foreign language issues, cultural codes and practices, and unfamiliarity with educational systems in the country of residence (Biseth, 2009, 2010; Miller, Kostogriz & Gearon 2009). In Norway, a committee appointed by the government, called the Ludvigsen Committee (The Norwegian Government, 2014), was assigned the task of assessing today’s school subjects against the needs of the future. The committee submitted a final report in June 2015 called ‘School of the future: Renewal of school subjects and competencies’ (NOU, 2015:8). In this report importance was placed on competence for cultural diversity and democracy (OECD, 2013). The setting for this study is Norway and the context the International Teacher Education for Primary Schools (ITEPS) program. This is a Bachelor program that educates students to become teachers (grades 1-7) in an international setting. Within this context this paper reports on an ongoing study that asks the question; how can competence for cultural diversity be nurtured and assessed in culturally and linguistically diverse classrooms? Firstly, in order to nurture competence for cultural diversity it has been argued that ethno-cultural empathy is important (Parish, 2016, forthcoming). Therefore the students will engage in activities that are designed to nurture ethno-cultural empathy. These activities will be taken from the European Council’s TASKs for democracy (Council of Europe, 2015). Directly after the completion of each activity students will evaluate their experiences and perceived outcome orally. They will also complete a short electronic questionnaire, with a scale of 1-5, plus open comments, asking them specifically what they learnt in relation to their ethno-cultural empathy. Secondly, in order to assess competence for cultural diversity the Scale of ethno-cultural empathy (Wang et al., 2003) will be used to measure the extent to which people are able to empathize with those who are ethnically different from themselves. This scale will be completed by students enrolled on the ITEPS program upon entering the program. Finally, after the completion of all the activities students will be asked to complete the scale of ethno-cultural empathy again. To date the activities from TASKs for democracy (Council of Europe, 2015) have been trialed and evaluations completed by students enrolled on the ITEPS program in 2016. This paper will report on the data collected and will reflect on how the nurturing of ethno-cultural empathy has raised the student teahcer’s awareness and readiness to work in culturally and linguistically diverse classrooms.

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